Investigating Teachers' Views on the 2024 Science Curriculum
Abstract
It has been conducted to determine Science teachers' views on the 2024 Science Curriculum. As a qualitative research design, case study has been used. The study group of the research consists of 25 science teachers working in public schools located in different regions during the 2024-2025 academic year, determined by the criterion sampling method, one of the purposive sampling methods. The data were collected through semi-structured interviews. The content analysis method was used in the analysis of the research data. When the research results were examined, the teachers participating in the study generally found the inclusion of scientific culture and values in the program to be positive. They stated that reducing the number of learning outcomes and simplifying the topics would allow for the full implementation of the curriculum. While they positively noted the diversification of different measurement and evaluation techniques and the prominence of more process-based evaluations, they mentioned that in classes with large student groups, considering individual differences for process-oriented evaluations would be time-consuming and difficult. While teachers find the textbooks compatible with the curriculum, they have stated that the schools are insufficient in terms of laboratories and materials for a curriculum-compliant teaching process. This research is important in terms of determining the deficiencies of the 2024 Science Curriculum and guiding the studies to be carried out to correct the identified deficiencies.
Keywords
2024 Science curriculum , Teachers Views , Curriculum Reform , Science teacher
Kaynakça
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